Abstract
Our study provides valuable insights into the relationship between artificial intelligence (AI) and Human Resource Management (HRM). We have minimised bias and ensured reliable findings by employing a systematic literature review and the PRISMA statement. Our comprehensive syn-thesis of the studies included in this research, along with a bibliometric analysis of articles, journals, indexes, authors' affiliations, citations, keyword co-occurrences, and co-authorship analysis, has produced robust results. The discussion of our findings focuses on critical areas of interest, such as AI and Talent, AI Bias, Ethics and Law, and their impact on Human Resource (HR) management. Our research highlights the recognition by organisations of the importance of talent management in achieving a competitive advantage as higher-level skills become increas-ingly necessary. Although some HR managers have adopted AI technology for talent acquisition, our study reveals that there is still room for improvement. Our study is in line with previous research that acknowledges the potential for AI to revolutionise HR management and the future of work. Our findings emphasise the need for HR managers to be proactive in embracing technology and bridging the technological, human, societal, and governmental gaps. Our study contributes to the growing body of AI and HR management knowledge, providing essential insights and rec-ommendations for future research. The importance of our study lies in its focus on the role of HR in promoting the benefits of AI-based applications, thereby creating a larger body of knowledge from an organisational perspective.

Abstract

Abstract
Artificial Intelligence is increasingly being discussed as something essential and pressing in all aspects and areas of society. Its potential use in education is no exception. Artificial Intelligence, in particular, and technologies, in general, are unavoidable elements to be considered in the teaching-learning process at all levels of education and training. There are many initiatives, essentially exploratory in nature, for the application of Artificial Intelligence in this process. Therefore, it is imperative to understand how they can be used for this purpose and how they relate to pedagogical methods. In the present study, and within this context, we address how Artificial Intelligence can be used in software to support cognitive and motor development and stimulate reasoning. We propose a reference model for techniques for this purpose. Concrete cases of existing applications are presented to better illustrate the potential of Artificial Intelligence in education.

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Abstract
As technology continues to evolve, organizations face growing and complex challenges and opportunities that affect their ability to govern, manage and harness data as a key source of competitive advantage. Equally, data are considered a powerful and unique source of success for organizations, which in turn, can impact their decision-making capabilities and play a critical role in their success. Hence, this article aims to provide a detailed identification, analysis and discussion over the current data governance context and its existing frameworks, highlighting their commonalities, differences and gaps, including ones related to data governance relationship with Generative Artificial Intelligence (GenAI). This article conducts an extensive methodological and in-depth analysis over a set of sixteen data governance frameworks based on different key data governance attributes, denoting that although there are numerous frameworks, they hold weaknesses, limitations and challenges which prevent them from being capable of incorporating and governing the use and management of AI, particularly the demands originating from GenAI. Our findings provide and propose a new and enhanced data governance framework which integrates the best features and ideas from the existing ones and initiatives derived from the advancements and particularities of AI and GenAI models, systems, and overall usage.

Abstract
Virtual production (VP) is becoming central to film and television education, with universities offering degree programs, minors, tracks, electives, and short-term credentials. This review of 115 English-language sources, including 55 curricula from 49 higher education institutions (HEI), shows VP as a socially uneven, tool-weighted formation clustered in well-resourced Anglophone systems. Curricula overwhelmingly foreground real-time workflows, engine-driven pipelines, and stage operations over story development, audio design, and game-adjacent or interactive practices. The core tools include the Unreal Engine, motion-capture systems, and LED volumes, framed as prestige infrastructure rather than collective capacity. Programs emphasize employability, production-style blocks, and 'learning by doing real jobs', supporting industry transition but compressing experimentation, critique, and cross-cultural perspectives. Competency stacks map robust technical cores but reveal structural gaps in leadership, narrative, sound, and AI/ML literacy. The findings argue that evaluating VP education requires analyzing how programmes distribute technological and symbolic capital, organize human-machine networks, and produce learning spaces. Future research should model VP curricula as sociotechnical networks, measure AI integration maturity, test transferability, track longitudinal outcomes, map non-English ecosystems, and formalize stage pedagogy frameworks.